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Trauma and Hyperthermia
DOI: https://doi.org/10.21980/J8.52308By the end of this oral board session, examinees will be able to: 1) construct a differential to evaluate a patient with undifferentiated altered mental status and trauma, 2) recognize the signs and symptoms of heat stroke, 3) complete an evaluation of a patient with both hyperthermia and trauma, and 4) demonstrate efficient and correct treatment of a patient with hyperthermia.
Case Report of a Patient Presenting with Nonketotic Hyperglycemia Hemichorea
DOI: https://doi.org/10.21980/J8.52115Laboratory tests indicated elevated blood glucose levels (198 mg/dL) with no urinary ketones, anion gap of 12, thyroid stimulating hormone (TSH) of 12 UIU/ml, and an increased glycated hemoglobin (HbA1c) of 14.9%. After initial stroke evaluation with neurology, imaging studies, including computed tomography (CT)/CT angiography (CTA) of the brain and neck, were unremarkable, ruling out structural lesions or acute stroke. Neurology recommended an MRI which showed T1 shortening within the left basal ganglia involving both the caudate nucleus and the lentiform nucleus. T1 shortening indicates changes in the tissue composition or structure that alters how the tissue responds to the MRI pulse, giving the tissue a brighter appearance on MRI (see white arrow).
Case Report of a Dermatologic Reaction to Wound Closure Strips and Liquid Adhesive
DOI: https://doi.org/10.21980/J8.52256The patient removed the splint, and the wound were notable for erythematous bullae (blue arrow), blisters (yellow arrow), and skin maceration (red arrow) in the distribution under the wound closure strips. Of note, there was no surrounding erythema with poorly defined borders.
A Longitudinal, Practical Curriculum for Faculty Development as New Coaches in Graduate Medical Education
DOI: https://doi.org/10.21980/J88M08The aim of this curriculum is to provide a longitudinal, practical, and interactive coach training curriculum for faculty with no prior coaching experience.
Cognitive Errors and Debiasing
DOI: https://doi.org/10.21980/J84W96By the end of this lecture, learners should be able to, 1) Define dual process theory, 2) identify common cognitive biases, 3) recognize high-risk situations for cognitive errors, and 3) discuss debiasing strategies and integrate one strategy into your workflow.
Critical Care Transport: Blunt Polytrauma in Pregnancy
DOI: https://doi.org/10.21980/J81366At the completion of this simulation participants will be able to 1) perform primary and secondary trauma surveys, 2) assess the neurovascular status of a tibia/fibula fracture, 3) appreciate anatomic and physiologic differences in pregnancy, 4) appropriately order analgesia and imaging, 5) recognize and treat hemorrhagic shock, 6) perform an extended focused assessment with sonography in trauma exam (eFAST) in undifferentiated hemorrhage, 7) identify a displaced pelvic fracture and properly apply a pelvic binder, and 8) obtain and interpret fetal heart rate using ultrasound.
Beta-Blocker Toxicity
DOI: https://doi.org/10.21980/J8WD3XBy the end of the session, learners will be able to: 1) manage a patient with hypotension, and bradycardia while maintaining a broad differential, 2) evaluate the causes of hypotension by utilizing ultrasound, 3) review when to initiate vasopressors and first-line agents for beta-blocker toxicity, 4) discuss treatment algorithm for BB toxicity including high-dose insulin and, 5) discuss the risk factors for suicide
A Comprehensive and Modality Diverse Cervical Spine and Back Musculoskeletal Physical Exam Curriculum for Medical Students
DOI: https://doi.org/10.21980/J8RQ0NBy the end of this session, students will be able to: 1) demonstrate how to properly perform a cervical spine and back physical exam, 2) understand the reasoning behind cervical spine and back PE maneuvers, 3) identify the proper technique and equipment to use for the cervical spine and back PE, 4) understand normal and abnormal findings in the cervical spine and back PE, 5) accurately record and report exam findings for the cervical spine and back PE.
A Recipe for Disaster – Sodium Bicarbonate Overdose
DOI: https://doi.org/10.21980/J8MW85At the end of this oral board session, learners will be able to: 1) obtain a history which includes medications and other supplements used by the patient, 2) interpret a prolonged QTc, 3) diagnose metabolic alkalosis due to sodium bicarbonate toxicity, and 4) manage sodium bicarbonate toxicity with fluid and electrolyte resuscitation.
Posterior Reversible Encephalopathy Syndrome and Eclampsia
DOI: https://doi.org/10.21980/J8H64TAt the end of this oral boards session, examinees will be able to: 1) demonstrate familiarity with the structured interview oral board format and case play; 2) recognize the history and exam features concerning for PRES and eclampsia; 3) order appropriate diagnostic workup for postpartum and hypertensive emergencies including eclampsia and PRES; 4) understand treatment options for the management of eclampsia (intravenous [IV] magnesium sulfate, IV antihypertensive therapy, and emergent consultation with an obstetrician [OB/GYN]); 5) understand threshold for taking control of airway in patients with eclampsia; 6) understand indications for ordering brain imaging in patients with eclampsia and altered mental status; and 7) demonstrate effective communication with treatment team/family members as well as correct disposition of the patient to a higher level of care (intensive care unit [ICU]).